English home language

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Educator section

Memorandum

The adventures of the Wops family are closely related to the experience of every learner in Grade I, boys as well as girls. They may be exposed to a different environment if they live in towns and cities and through the stories become aware of what it is like to live in a forest without the ordinary amenities like running water and electricity.

Educators need to remember that many learners in Grade I will not have attended Grade R and consequently skills, strategies and concepts for Grade R will not have been learnt. The educator in Grade I must ensure that these are covered in the work that is done with these learners.

Listening and speaking should form a firm foundation on which to build literacy. The degree to which learners can speak their home language will vary according to circumstances, and educators should be aware of their levels of competence.

Language development is a gradual process and learners need the support of the educator to become increasingly more accurate in the use of their home language.

In Grade I learners become involved in listening to and reading stories, writing for genuine purposes, and learning phonics. The classroom environment should be a place that reflects and encourages all aspects of learning the home language.

Time scheduled for the modules 1 to 8

All learners should complete all eight modules doing approximately two modules per term. Allow the learners to proceed at their own speed.

In this last module the learners visit Willy in the forest. Much discussion will take place when learners decide.

They will spend time with the Wops in the forest.

Phonics: Words with
sh ,
ch and
ck are learnt.

Writing in narrow lines is continued.

Integration of themes

The learners visit the forest and come into contact with the Wops and the Toobies who live different lives. They are made aware of different cultures who have the right to be respected.
Social Justice living so close to nature, the Wops teach the learners how to care for the
environment.

For the Educator:

In module 8 the learners go on an imaginary visit to Willy Wop and his friends in the forest.

Learners write their own stories. These can be stapled together in a book and the learners can read them to the class. They can be encouraged to identify their mistakes and to correct these. They can make use of their “Dictionary and Vocabulary Pages” which they have kept in their files. Stories are still written on blank paper.

In this module the last of the letters in this ruling is introduced and practised.

Learners should be encouraged to read a wide variety of easy readers - non-fiction as well as fiction. They should be encouraged to visit the library regularly.

Read or tell the class the story of “Snow White” (LO 1.3). Snow White also went into a forest and visited the seven dwarfs.

Discuss the characters in the story and ask the learners to retell the story. (LO 2.7).

Learners can act out the story (LO 2.3).

In an Art class they can paint a picture of the forest, the creatures in the forest and the characters in the story.

When they know the story, they can read the abridged version on the next page.

Leaner section

Content

Read the story to a friend.

Read it to your teacher.

Snow white and the seven dwarfs - part 1

Snow White lived in a castle.

She was beautiful.

Her stepmother was cruel.

She did not like Snow White.

Snow White fled to the forest.

She found the house of the seven dwarfs and stayed with them.

Draw Snow White with the seven dwarfs.

LO 1.3.4

LO 3.4.1

Read the story to a friend.

Read it to your teacher.

Snow white - part 2

The cruel stepmother was angry to hear that Snow White was living in the forest.

She gave her a poisoned apple.

Snow White fell down.

A prince saw her.

He picked her up.

The apple fell out of her throat.

The prince married Snow White and they lived happily ever after.

Follow the footprints to the castle.

LO 3.4.1

LO 5.1.2

Write the words and draw the pictures.

Backpack

track

LO 4.1.1

LO 4.1.2

LO 4.1.3

Find the correct word to write in the blocks.

1. Snow White lived in a ………………………………………………………….

2. Her stepmother was ……………………………………………………………

3. There were …………………………………………………………….. dwarfs.

4. Snow White bit the poisoned ………………………………………………….

5. The apple …………………………………………………………………. out.

LO 5.3.4

Assessment

Learning Outcome 1:LISTENING: The learner is able to listen for information and enjoyment and respond appropriately and critically in a wider range of situations.

Assessment Standard 1.3: We know this when the learner
listens with enjoyment to short stories, rhymes, poems and songs from a variety of cultures, and shows understanding:

1.3.4 draws a picture of the story, and writes a few words about it;

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.4: We know this when the learner recognises letters and words and makes meaning of written text:

3.4.1 reads simple written materials for different purposes;

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.1: We know this when the learner writes with increasing legibility:

4.1.1 manipulates writing tools like crayons and pencils effectively;

4.1.2 develops letter formation and handwriting skills;

4.1.3 forms letters of the alphabet successfully;

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.1: We know this when the learner uses language to develop concepts:

5.1.2 understands and uses the conceptual language of different learning areas necessary at this level and in preparation for the next level;

Assessment Standard 5.3: We know this when the learner uses language to investigate and explore.

fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.

Tarell

what is the actual application of fullerenes nowadays?

Damian

That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.

Tarell

Join the discussion...

what is the Synthesis, properties,and applications of carbon nano chemistry

Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.